rhetorical analysis frederick douglass speech

Speech Analysis of ‘What to the Slave is the Fourth of July?’

Hrideep barot.

• Public Speaking , Speech Writing

Have you ever wondered why ‘What to the Slaves is the Fourth of July?’ is one of the world’s most persuasive speeches? (At least, I have!)

‘What to the Slave is the Fourth of July?’ is a persuasive speech delivered by Rev. Frederick Douglass on the 5th of July, 1852 in Rochester, New York in front of a crowd of 600 American Citizens. The speech ‘What to the Slaves is the Fourth of July’ projected the American Day of Independence from a slave’s point of view and brought to light the horrific experiences of slavery.

To find out what elements make the speech ‘What to the Slave is the Fourth of July?’ SO MEMORABLE, continue reading this article as we cover an in-depth step-by-step analysis of the speech to unravel the public speaking secrets encompassed within the speech ‘What to the Slave is the Fourth of July?’

Listen to the full speech here!

What was the Purpose of the Speech ‘What to the Slave is the Fourth of July?’

Why did Frederick Douglass have to deliver the speech ‘What to the Slave is the Fourth of July’? Well, the key purpose of this speech can be summed with the help of the following pointers-

• To highlight what it meant to be a slave in the 19th Century America even after the introduction of American Declaration of Independence
• Inspire American Citizen to work towards the establishment of a more welcoming America
• Propagated the idea to abolish slavery of all kinds and raise voices for equal rights for African-Americans
• Disseminate awareness about the injustices faced by African-Americans because of the practice of Slavery

‘What to the Slave is the Fourth of July?’- Factual Information

An Overview

Who was frederick douglass.

Born into slavery in the year 1818 in the town of Maryland, Frederick Douglass witnessed American Slavery in its most horrendous and scariest form.

In times when slavery was considered a necessary evil and slaves were denied the right to be educated, Frederick Douglass taught himself to read and write and transformed himself into an avid reader. It was through this extensive reading that he realized the connection between literacy and freedom and took it upon himself to disseminate the unsettling truth of slavery amongst the American Citizens by drawing from his personal experiences.

After a number of unsuccessful attempts, Douglass finally managed to escape the entrapping chains of slavery in the year 1838. Post this, he dedicated his rest of lifetime to put an end to slavery. To support this noble cause, he joined the Abolitionist Movement dedicated entirely to putting an end to the practice of slavery.

Contributions of Frederick Douglass to the Anti-Slavery Movement

Known as the father of the American Civil Rights Movement, Frederick Douglass contributed the American Society in notable ways. To list a few-

• Introduction of the Abolitionist Newsletter, the North Star

Douglass founded his own newsletter named the North Star with the aim of eradicating the practice of slavery from the United States. This anti-slavery newsletter reached millions of people and inspired them to work towards the upliftment of African-Americans.

• Contributed to the Introduction of Emancipation Proclamation

Frederick Douglass spent a lifetime teaching the African-American Community to read and write, his works were the words of wisdom and enlightened others towards the injustices faced by Afro-American Community. Eventually, it led to the introduction of Emancipation Proclamation which brought an end to slavery in the United States.

• The Famous Speech of ‘What to the Slave is the Fourth of July?’

Listed as one of the world’s most influential historical speeches, ‘What to the Slave is the Fourth of July?’ brought to light the horrific experiences of slavery and the exclusion of African-Americans from the society in its truest and rawest form. With its stark hit at the hypocrisy embodied in the American Notion of freedom, the speech continues to stay relevant even in today’s times as movements like ‘Black Lives Matter’ gain momentum.

In this article, we shall look forward to covering each and every aspect of the speech ‘What to the Slave is the Fourth of July?’- right from the history and relevance of this iconic speech to the public speaking lessons it has in store for us!

The Main Message of ‘What to the Slave is the Fourth of July?’

The historic speech of ‘What to the Slave is the Fourth of July?’ can be summarized in a nutshell with the help of the following main points-

• The inhumane experiences of slavery suffered by the African-American community in the States
• The stark hypocrisy laid down in the American Notion of Freedom where the practice of Slavery continues to exist and the freedom of Afro-Americans cease to exist
• The inevitability of the Civil War in the United States of America
• Preaches the idea of an Equalist American Society where people are not seen as inferior or superior based on their race and color
• Equality and freedom for all
• The status upliftment of the African-American community

The History and Significance of the Speech- ‘What to the Slave is the Fourth of July?’

On 5th July 1852, Frederick Douglass delivered a fiery speech that made the audience contemplate the celebratory vibe of the Independence Day Event. A speech so persuasive that even the audience started to mourn instead of rejoicing the freedom provided by the Declaration.

This speech was delivered at an event organized by the ladies Anti-Slavery Society of Rochester, New York and involved a gathering of about 600 people.

The Not-So-Rhetoric Significance of the ‘What to the Slaves is the Fourth of July’ Speech

This Fourth of July is yours, not mine, You may rejoice, I must mourn. -Frederick Douglass

While some celebrated their Independence on the 4th of July, the delivery of this righteous speech on the 5th of July provided the Anti-Slavery Community with an alternate day to celebrate their initial steps towards the walk for long-due freedom.

Originally, the Anti-Slavery Society of Rochester invited Frederick Douglass to speak on the 4th of July, 1852 but he chose to keep that day aside for mourning and delivered this righteous speech on 5th of July to add a stark reminder in the minds of people regarding the hypocrisy of Freedom enshrined in the Declaration of Independence .

While persuading the people to stand for what’s right, that is, the abolition of slavery in this context, Frederick Douglass at the same time guided the pathway for citizens to follow as well as warned them about the inevitability of a civil war (which eventually did happen).

ANALYSIS OF THE SPEECH

As we are now familiar with the core essence of the speech, ‘What to the Slave is the Fourth of July?’, let’s move ahead and dive deeper into the in-depth analysis of the same.

To help you understand the process better, we’ve broken this article down into four separate sections-

1. Speech Writing Lessons

2. public speaking lessons, 3. audience analysis, 4. impact of the speech.

Keep the speech transcript of ‘What to the Slave is the Fourth of July’ handy with you for reference purposes and a clearer understanding of the topic. Alright, let’s dive into it!

Once in a blue moon, we listen to a speech so great that it stays alive in our minds even after it has ended and so is the power of a well-written speech! ‘What to the Slave is the Fourth of July?’ is the case in point here as it entails numerous speech writing lessons in store for you!

So, gear up to take your public speaking game several notches higher with these tips-

A Tantalizing Title is A MUST!

Only an eye-catching advertisement can convert a view into an action from the consumer. In a similar fashion, it is a tantalizing title that draws the audience towards your speech.

While an intriguing title helps you capitalize on your audiences’ attention, a bland title makes your audience snooze on you. So, no matter how great the content of your speech is, if it fails to make the audience walk into that auditorium, all your efforts go in vain!

With Reference to the Speech

Speech Title- ‘What to the Slave is the Fourth of July?’

Now, when you hear this title, what’s the first thing that comes to your mind?

For most of us, an intriguing title like this garners a lot more questions in our minds and this very quest for answers lures us in towards the content of that speech and makes us wanna know more about it.

In this case, it leads to subsequent questions like, ‘Why fourth of July? Why is this date of key relevance here?’ and for those who know the significance of this date, they wonder, ‘The day calls for equality and freedom. So, why are we taking a slave’s point of view?’

How to use ‘Question’ as a Title?

Shoot an open-ended question as the title of your speech and make the audience ponder over the possibilities.

Here, the catch is to avoid close-ended questions which have a yes/no answer because that would not arouse the curiosity in the minds of the listeners and as a result, they would not be that interested in listening to the content of your speech.

If you are still unsure about how to write a killer speech title, make sure you check out this article.

An Interrogative Introduction

The attention span of the audience is maximum at the beginning of your speech. When you capitalize on this attention, your chances at persuasion increase manifold. And shooting questions at the very beginning is an interesting way to capture that attention!

Fellow-citizens, pardon me, allow me to ask, why am I called upon to speak here to-day? What have I, or those I represent, to do with your national independence? Are the great principles of political freedom and of natural justice, embodied in that Declaration of Independence, extended to us? and am I, therefore, called upon to bring our humble offering to the national altar, and to confess the benefits and express devout gratitude for the blessings resulting from your independence to us? -Frederick Douglass

Here’s the introductory statement of ‘What to the Slave is the Fourth of July?’

Look at it closely and you’ll find Douglass preaching the great leaders of America who drafted the Declaration of Independence. He does this by shooting questions to the audience as he makes an attempt to understand the purpose of him delivering a speech on that day. What is my purpose, so he asks with the support of these questions.

Now, when you hear these questions, your immediate reflex is to think about how those great leaders have granted “everyone” the right to freedom and equality but it is only when he marks a swift transition to the body of the speech that the audience understands the hidden sarcastic tone.

Up until the introduction, Douglass makes everyone in the audience think that things are all hunky-dory and we’re living in a idealistic world.

How to use ‘interrogation’ in introduction?

Shoot questions, make the audience think and get them engrossed with the overall content of your speech! It’s as simple as that.

The thing you need to keep in mind here is to have thought-provoking questions as opposed to something that has fairly obvious answers. Your question should be so compelling that the audience can’t wait to know what the answer to that question will be.

To your relief, we’ve written an entire article on how you can draft a stellar introduction , just for you! So, go ahead and get the secret recipe from there.

An Expository Body

Here comes the meat of your speech! This is where you support your thoughts with valid reasoning. Why, you ask?

Well, attention alone can’t help you persuade your audience, making sensible arguments is also a necessity. Thus, having a detailed body molded in the form of a story with just the right amount of buildup can get the audience to accept your point of view.

For the introduction part of the body, Douglass dares to shoot rhetorical questions at his listeners to make them ponder if the Declaration of Independence provided us with freedom in its truest sense. This is where he presents the thesis of his entire speech, that is, how the Declaration of Independence denied any rights of freedom and equality to African-Americans and what more needs to be done to bring to life the lost status of these souls.

After presenting the thesis, he moves onto the core essence of his speech- the horrific experiences of American Slavery. This is where the crux of the speech begins. With the help of biblical references, parallelism, and storytelling narrative, Douglass embarks on a journey of ‘What this 4th of July actually means from a slave’s point of view?’ given they’re still denied the basic fundamental rights.

As he speaks on this, he draws from his own experiences and sheds light on the terror of American Slavery. To those who might object to his thoughts, Douglass cites that no human alive would be in favor of turning himself to a slave for the rest of his life. It’s as simple as that!

From giving out the logical arguments for profits made by slave trade to calling out religious institutions and American Citizens for not speaking up against this injustice, Douglass ignites the minds of everyone listening to this speech, be it that day or today itself in terms of Afro-American rights.

How to incorporate ‘information’ in the body?

Have a closer look and you’ll find an information-heavy body in ‘What to the Slave is the Fourth of July?’

Yet it doesn’t disinterest the listeners because of the way it is incorporated. So, use the illusion of a conversation, popular culture references and the method of storytelling to give out information in a way that resonates with the audience.

Adding information in a way so that interests the audience is NOT EASY. Check out this article to ace this game!

A Complimenting Conclusion

Now, what do I mean by a complimenting conclusion? It essentially states that your conclusion should mainly sum up your entire speech in a nutshell and also provide a takeaway for the audience.

Always remember that your conclusion should compliment whatever you’ve said so far. Thus, refrain from introducing any new idea at the end of your speech. The audience will be left confused and won’t remember anything.

In the end, Douglass reinforced how hollow the belief of American Freedom looked at that moment since not everyone was entitled to the rights of liberty and equality.

With biblical references and a constant rhythm, Douglass appealed to the sentiments of the audience. Not to forget, he provided the audience with the key takeaway of striving towards the path of equality.

The rule of three was followed adequately by Douglass. He stressed the idea of ‘Equal Rights for all men’ not once but thrice in the content of his speech. This is exactly what made his speech so memorable.

How to sum up your speech in the conclusion?

Remember that less is more here! Know that you’ve already elaborated on your idea in great depth, what’s left is to just leave a tiny reminder.

Don’t just cite your idea! Stress your main idea with the support of a poem, quote, or even an intriguing question. Be creative and think of ways as to how you too can make your speech memorable.

We’ve mentioned 15 creative ways for you to end your speech with a bang in this article. Go check it out!

Magic of A Mountain Curve

It’s a fairly simple technique! You start with creating a potential build-up. Now, once you’ve reached your peak, you introduce the climax followed by slowly relieving the tension by providing potential solutions and tie it all together with a nice memorable ending.

To break it down further, it follows the structure of a mountain. Work towards a potential buildup, have a climax, and put the minds at ease with key takeaways. Sounds simple, right? That’s because it is. Now, let’s see how Frederick Douglass incorporated this technique-

To avoid taking much of your time, we’ve summed it all up in the form a sweet concise table. Have a look!

How to structure your speech in the form of a mountain curve?

Start with introducing the general notion that you’re aiming forward to contradict. Once you’ve established that, move ahead and state your point of view as the part of the climax, and then put the racing brains at ease by putting forth the solutions.

All of these steps need to be molded in the form of a good story with adequate and smooth transitions. Without the right flow, it would hamper the impact.

One thing to keep in mind here: your story needs to hold a sense of realism. So, avoid any sort of exaggeration and digression on your part.

The mountain curve is just one of the MANY storytelling methods you can incorporate in your speech. Check out this article to know what the others are.

The Rule of Three

‘Okay but what exactly is the point of your speech?’

This is the reaction that we’re trying to avoid here! After listening to your speech, your audience should be able to state your core idea within the blink of an eye. A clear concise speech with less digressions help you to do that. An effective technique to use here is the rule of three.

Essentially, the rule of three calls for stating your idea thrice within that three-act structure of introduction, body and conclusion. But why three, you ask? It’s because we as humans tend to remember a message more clearly when it is presented thrice. 

In a nutshell, the core idea of the speech ‘What to the Slave is the Fourth of July?’ can be stated as ‘The Advocation for the equal rights of freedom and equality for all Americans’

This very idea has been stated thrice by Douglass throughout the course of his speech. Here’s how-

Introduction- “I say it with a sad sense of the disparity between us. am not included within the pale of this glorious anniversary! Your high independence only reveals the immeasurable distance between us.”

Body- “My subject, then, fellow citizens, is American slavery. I shall see this day and its popular characteristics from the slave’s point of view.”

Conclusion- “…and above all, confessing and worshiping the Christian’s God, and looking hopefully for life and immortality beyond the grave, we are called upon to prove that we are men!…”

How to use the rule of three in your speech?

Begin with dividing the content of your speech into the three-act structure. This structure includes the introduction, the body and the conclusion.

Then, simply state your idea once in each of these sections by being slightly creative. Don’t simply write the very same statement for each of these sections. Mold the statements to compliment the storytelling structure of your speech.

Want to know more about this technique? Don’t worry, we’ve an entire article dedicated just for that. Read that article here .

The Ride of Rhetoric

Rhetoric is your bestfriend when it comes to delivering a fiery persuasive speech! But what exactly is a rhetoric, you ask? Don’t worry, we’ve got you covered! Here’s an article that we’ve written which explains the art of rhetoric in great depth.

The rhetoric encompasses a range of effective communication techniques formulated by communicators over a long period of time. The use of rhetorical and poetic devices aids the listening experience of the audience. In this section, we’re going to discuss the rhetoric techniques used in the speech, ‘What to the Slave is the Fourth of July?’

This rhetorical device is used to break down the complex elements of any narrative. It’s done by comparing your core idea with a thing that resonates with the audience. Unlike simile, you don’t need to use words such as ‘like’ and ‘as’ to have the desired effect.

Let’s understand this better with the help of instances from the speech-

You may rejoice, I must mourn. To drag a man in fetters into the grand illuminated temple of liberty, and call upon him to join you in joyous anthems, were inhuman mockery and sacrilegious irony. Do you mean, citizens, to mock me by asking me to speak today? If so, there is a parallel to your conduct.  Frederick Douglass

Here, Douglass draws a comparison between a man in fetters and himself to help the audience understand that he’s not present there to preach these great leaders but to bring to light the hypocrisy and injustices.

How to use comparison in your speech?

Study your idea and think of all the relatable comparisons you can draw. Now, the question arises, ‘which one do you choose?’ The answer is simple and accessible with the help of a quick audience analysis. Doing the audience analysis would help us find out what resonates with our audience which in turn will help you find your most relatable alternative.

Forensic Rhetoric

As the name suggests, this rhetorical device forms a narrative that calls for a judgement. Now, this judgement could be as simple as determining the taste of a food item or as complex as determining the guilt or innocence of a convict. You’re at the complete liberty. Use it as you deem fit!

To understand its application, let’s refer to a part of that speech.

The blessings in which you, this day, rejoice are not enjoyed in common. The rich inheritance of justice, liberty, prosperity, and independence bequeathed by your fathers is shared by you, not by me. The sunlight that brought light and healing to you has brought stripes and death to me. This Fourth of July is yours, not mine. You may rejoice, I must mourn. Frederick Douglass

Douglass has a very clear stance here. He states that the nation should not be proud of the present status of freedom because of the evident existence of slavery. To prove this stance, he shoots a series of questions and draws comparisons to make the audience understand the depth of the situation.

How to use forensic rhetoric in your speech?

For this, the speaker needs to identify two things first-

• The current belief of the audiences
• The idea you wish to present

Take the help of an interrogative narrative or a mountain curve to create this ideal courtroom narrative.

Popular Culture References

Pop culture references are something that helps you to identify with your audience by citing what resonates with them.

Say, you’re addressing a bunch of college students. Here, you can go ahead and use references of popular TV series, movies, or even songs for that matter to establish a relatability quotient. And if you’re addressing a gathering of working-age professionals, citing the latest work trends will help you bridge the gap of awkwardness between you and your audience.

In the speech ‘What to the Slave is the Fourth of July?’, you can see LOTS of biblical and religious references, all to build a relatability quotient with the audience. To mention a few instances-

“Who so stolid and selfish that would not give his voice to swell the hallelujahs of a nation’s jubilee, when the chains of servitude had been torn from his limbs? I am not that man. In a case like that the dumb might eloquently speak and the “lame man leap as an hart.”

” How can we sing the Lord’s song in a strange land? If I forget thee, O Jerusalem, let my right hand forget her cunning. If do not remember thee, let my tongue cleave to the roof of my mouth.”

How to use popular culture references in your speech?

Get the audience analysis done and have an understanding of what will resonate with your audience.

Then, go ahead and incorporate the popular culture references in order to break down the complex elements of your speech in a way that resonates with your audience.

The audience of the speech comprised of 600 individuals gathered at Corinthian Hall, Rochester, New York. Since the event was organized by an Anti-Slavery Organization, most of the people were abolitionists. Even if an individual wasn’t an abolitionist, the speech was structured so well that anyone would get carried away.

Given the background of the audience, Douglass structured his speech in a way so that the adults could easily decipher it. To have this simplicity, he used way too many religious references to put forward his ideas in a more believable manner. In addition to this, since all our minds work differently and differ in personalities, he provided enough reasoning and addressed all point of views on the subject of American Slavery and stated how what he’s saying was so relevant and demanded urgent action from the citizens.

Over time, the speech gained popularity and continued to be delivered in events advocating the rights of African-Americans. The relevance of this speech continues to grow day by day.

How to do the audience analysis for your speech?

For the audience analysis, find the answers to the questions stated below and you’ll be good to go!

• What is the age group of my audience?
• What is the basic level of education that my audience has?
• What is the personal background of my audience?

Still confused? This article is your one-stop destination for knowing everything about audience analysis.

For many years, the speech has continued to inspire millions of people to work for a better and equal nation. In this section, we shall cite three of the most popular impacts of this speech-

A) Paved way for the Emancipation Proclamation

Douglass inspired millions and one of them was the Great President Lincoln. Although, they did have a series of differences in terms of their opinions, they’re somehow united by the thread of what’s best for the nation.

As a result, it led to the introduction of the Emancipation Proclamation which finally abolished the practice of Slavery in all forms in the United States of America.

B) Awareness regarding the Gruesome Experiences of Slavery

Drawing from his own personal experience and those he knew, Douglass created mass awareness on the issue of Slavery and people actually realized the growing inequality in their nation and the urgent need to abolish the practice of slavery once and for all.

C) Predicted the Inevitability of the Civil War

With the delivery of his speech, Douglass highlighted the inevitability of the American Civil War to bring to light the seriousness of the issue at hand. With adequate logical reasoning and emotional appeal, he managed to persuade and ignite the minds of millions to work towards a better future for the African-Americans.

Famous Quotes from ‘What to the Slave is the Fourth of July?’

This Fourth of July is yours, not mine. You may rejoice, I must mourn. To drag a man in fetters into the grand illuminated temple of liberty, and call upon him to join you in joyous anthems, were inhuman mockery and sacrilegious irony.  Frederick Douglass

What, to the American  slave , is your  Fourth of July ? “I answer: a day that reveals to him, more than all other days in the year, the gross injustice and cruelty to which he is the constant victim. Frederick Douglass

The fiat of the Almighty,  “Let there be Light,”  has not yet spent its force. No abuse, no outrage whether in taste, sport or avarice, can now hide itself from the all-pervading light. Frederick Douglass

In Conclusion

In all fairness, the speech ‘What to the Slave is the Fourth of July?’ laid the foundation stone to put an end to the practice of slavery once and for all. By giving the audience a sense of what exactly is happening wrong and guiding them on the way forward, Douglass covered each and every aspect of ‘American Slavery’.

Be it the Anti-Slavery Movement of the 19th Century or the Black Lives Matter Movement of the present, the speech continues to be a major source of inspiration for positive developments in the society.

In this article, we attempted to provide you with an in-depth analysis of this speech. Right from the history it shares to the impact it had on its listeners over all these years, ‘What to the Slave is the Fourth of July’ is truly one of the iconic speeches delivered in the world history.

Enroll in our transformative 1:1 Coaching Program

Schedule a call with our expert communication coach to know if this program would be the right fit for you

9 Tips for Writing a Maid of Honor Speech That Tugs at Heartstrings

How the 10,000-Hour Rule Applies to Public Speaking 

Go From Passive to Assertive with These 6 Top Tips

• [email protected]
• +91 98203 57888

Get our latest tips and tricks in your inbox always

Copyright © 2023 Frantically Speaking All rights reserved

Analysis Pages

• Historical Context
• Literary Devices

Rhetorical Devices in What to the Slave Is the Fourth of July?

Appeals to Ethos, Pathos, and Logos: Whether or not Frederick Douglass was aware of Aristotle’s theories of rhetoric, he uses them to great effect in his speeches. According to Aristotle, the speaker or writer has three primary approaches when persuading the audience. The first is ethos, the appeal to the speaker’s own credibility and character. Douglass appeals to ethos by beginning the speech with a stance of humility and by praising the founding fathers before his audience. The second is pathos, the appeal the beliefs and emotions of the audience. Douglass creates pathos through his fire-and-brimstone language, which crackles with poetic turns of phrase, rhythmic constructions, vivid images and metaphors—all of which grip the audience at an emotional level. The third appeal is logos, the appeal to the logic of the argument. Douglass is a deft practitioner of logos, bringing to bear his broad understanding of the American political scene, the legislative situation—the laws proposed, passing, and passed—as well as the arguments of his opponents, which he forcefully dismantles.

Rhetorical Devices Examples in What to the Slave Is the Fourth of July? :

Text of douglass's speech.

"What would be thought of an instrument, drawn up, legally drawn up, for the purpose of entitling the city of Rochester to a tract of land, in which no mention of land was made?..."   See in text   (Text of Douglass's Speech)

To demonstrate his point, Douglass appeals to logos in a manner that likely resonated with Rochesterians. He hypothetically proposes that if lawmakers were to create a law that endowed the city of Rochester with a piece of land, but did not mention the actual piece of land, the law would be null. This concept is analogous to slavery—how can slavery be enforced if is never explicitly mentioned in the Constitution?

Subscribe to unlock »

"execrable..."   See in text   (Text of Douglass's Speech)

Douglass denounces slavery in the most derogatory terms and calls the slave trade “execrable,” meaning appalling or atrocious. Throughout this paragraph, he uses several other words that use the same “ex-” prefix such as “extirpate,” which means to eradicate, and “execration,” which means to denounce. This combination of harsh-sounding words creates a cacophonous and biting rhetoric.

"For it is not light that is needed, but fire; it is not the gentle shower, but thunder. We need the storm, the whirlwind, and the earthquake. ..."   See in text   (Text of Douglass's Speech)

This call to arms is replete with nature-based imagery. Douglass calls for fire and thunder, because less forceful tactics have so far been useless in improving conditions for black people. This powerful, natural imagery evokes a sense of chaos, of winds howling, and of the earth shaking and opening up for cataclysmic change.

"No! I will not...."   See in text   (Text of Douglass's Speech)

Here, Douglass employs a rhetorical question-and-answer strategy. He poses a series of rhetorical questions which he then answers with an emphatic exclamation. In doing so, he argues that he will not waste his time in arguing why black men are not, as many whites claim, beasts or brutes.

"make men brutes..."   See in text   (Text of Douglass's Speech)

This phrase speaks to the longstanding stereotype during this period of the “black brute.” Blacks were often conveyed in cartoons and caricatures as bestial, barbaric, and subhuman creatures. Douglass argues that this image of the black man is a gross misconception.

"while we are ploughing, planting and reaping,..."   See in text   (Text of Douglass's Speech)

As a rhetorical device, long lists like this one serve to enforce a claim. Here, Douglass aims to humanize black people by highlighting their roles in society despite white people’s best efforts to eradicate or overlook them.

"beasts of the field..."   See in text   (Text of Douglass's Speech)

Douglass alludes to a common biblical image of the “beasts of the field,” or a herd of animals. This term metaphorically likens blacks to property or chattel, and emphasizes their status in society as inhuman creatures.

"But I fancy I hear some one of my audience say, it is just in this circumstance that you and your brother abolitionists fail to make a favorable impression on the public mind...."   See in text   (Text of Douglass's Speech)

One of Douglass’s strengths as an orator and writer was his ability to weigh both sides of an argument. This practice bolstered his credibility because it demonstrated that he was able to think analytically. Here, he considers what his opponents might say in response to his speech. He muses that perhaps they will argue that abolitionists are actually getting in the way of their own efforts because they do not appeal to the masses. He easily dismantles this argument with a series of rhetorical questions that highlight the inanity of slavery. He follows these with an elaborate example that demonstrates the injustice of the crime laws in the state of Virginia.

"America is false to the past, false to the present, and solemnly binds herself to be false to the future...."   See in text   (Text of Douglass's Speech)

Earlier in the speech, Douglass spoke about the importance of the present over the past and future. The present, he said, was the time for Americans to improve themselves. However, as he connects back to his previous thought, his stance shifts radically and he takes a pessimistic turn. He loudly denounces slavery as the “great sin and shame of America” and claims that the American people will never be able to absolve themselves of its heinous past—not now, or likely ever.

"Fellow-citizens; above your national, tumultuous joy, I hear the mournful wail of millions!..."   See in text   (Text of Douglass's Speech)

Douglass begins this paragraph with an exclamation that contrasts the audience’s sense of jubilation against his sense of mourning. He achieves this with the use of an auditory image wherein he juxtaposes a patriotic, loud sound against a pitiful cry.

"This Fourth [of] July is yours, not mine. You may rejoice, I must mourn...."   See in text   (Text of Douglass's Speech)

In this accusation, Douglass employs two turns of phrase and pits the audience—“you”—against him—“I.” These pithy sentences stand out against the more decorous language he generally uses to further compound his point.

"us..."   See in text   (Text of Douglass's Speech)

Much of the power of Douglass’s rhetoric is in its subversiveness. Throughout his speech, Douglass rarely delineates between white and black—he only references the “black” man four times, and the “white” man once. He doesn’t need to spell out this distinction to his audience because his message is made implicit through the use of the pronouns “you” (the audience) and “us.” This technique subliminally severs the relationship between himself and his audience and, in turn, drives his larger points home.

"Mark them!..."   See in text   (Text of Douglass's Speech)

Against the often elaborate language of the speech, this pithy exclamation stands out. With this rhetorical strategy, Douglass indicates that the preceding few paragraphs will be important and demand the audience’s attention.

"I will unite with you to honor their memory...."   See in text   (Text of Douglass's Speech)

While Douglass clearly disagrees with the inclusion of slavery in the nation’s founding, he acknowledges that the founding fathers were great and brave men. In a powerful rhetorical move—one he rarely uses throughout the speech—he aligns himself with the audience in order to jointly commemorate the greatness of these men.

"He who could address this audience without a quailing sensation, has stronger nerves than I have...."   See in text   (Text of Douglass's Speech)

At the outset, Douglass establishes his ethos to the audience. He claims that he is “limited” and inexperienced with regard to the subject at hand. The use of the adjective “quailing” and the adverb “shrinkingly” demonstrate his supposed hesitancy and meekness. Although Douglass was a powerful and passionate writer and orator—by this time, he had written a memoir as well as myriad articles and speeches —he understood the importance of establishing a relatable rapport with his audience. He begins the speech by demonstrating his credibility in a humble and level-headed appeal to ethos.

"For my part, I would say, welcome infidelity! welcome atheism! welcome anything! in preference to the gospel, as preached by those Divines!..."   See in text   (Text of Douglass's Speech)

In an appeal to pathos, Douglass takes up a scandalous perspective on the Christian church and on religion in general. His aim here is not to denounce the Christian faith; his aim is to play devil’s advocate against the supporters of slavery who use Christianity as an argumentative tool. The pathos arises from the extremity of his position, inviting in “infidelity” and “atheism” in the name of abolition. At a time when the American population was overwhelmingly Christian, these words would have evoked a powerful emotional reaction.

"To him, your celebration is a sham; your boasted liberty, an unholy license; your national greatness, swelling vanity;..."   See in text   (Text of Douglass's Speech)

In this critical section of the speech, Douglass explores the tension at the heart of the occasion and answers the question, “What, to the American slave, is the 4th of July?” His reply arrives in a stormy list of descriptors: a “sham,” a “vanity,” a “hollow mockery,” and “mere bombast, fraud, deception, impiety, and hypocrisy.” His use of anaphora, with the repetition of the pronoun “your,” offers forth a rhythmic condemnation of his audience. Douglass makes clear that the higher the feelings of positive patriotism shared among white Americans, the deeper the feelings of hurt, exclusion, and cynicism among African Americans. Academics Robert L. Heath and Damion Waymer have coined this situation the “paradox of the positive”: when one interest group celebrates, certain others are likely to experience an opposite, negative reaction.

"Is that a question for Republicans?..."   See in text   (Text of Douglass's Speech)

At the time of Douglass’s speech, and throughout the 19th century, the Republican party was the progressive force in United States politics. On the most basic level, Republicans valued strong centralized governance and consistent rights and regulations for all Americans. The more progressive Republicans, known as the “Radical Republicans” from the 1850s through the 1870s, valued social change. Many members of Douglass’s audience were such progressives, pushing for abolition and equal rights for women and African Americans at a time when those causes were largely ignored in Washington. Douglass, speaking of the evils of slavery, asks, “Is that a question for Republicans?” The question is rhetorical—Republicans know the answer.

"Would you have me argue that man is entitled to liberty? that he is the rightful owner of his own body? You have already declared it...."   See in text   (Text of Douglass's Speech)

In this paragraph, Douglass questions the central purpose of his speech. As a known abolitionist addressing an audience of fellow abolitionists, Douglass wonders whether he must even “argue the wrongfulness of slavery” to the crowd. This is a rhetorical question, for the answer is clear—the abolitionists need no convincing. Despite Douglass’s outspoken inquiries, his question offers him the opportunity to underscore the absolute evils of slavery.

"To drag a man in fetters into the grand illuminated temple of liberty, and call upon him to join you in joyous anthems, were inhuman mockery and sacrilegious irony. Do you mean, citizens, to mock me, by asking me to speak to-day?..."   See in text   (Text of Douglass's Speech)

In this paragraph, Douglass reaches a new height of provocation. The “man in fetters”—or chains—he describes is himself, for here Douglass points to the central tension of the day: on the holiday which most celebrates American liberty, African Americans most keenly feel the weight of oppression and hypocrisy. Douglass makes this tension personal by blaming the gathering of abolitionists, most of them white, for inviting him to join in the festivities. Douglass accuses his audience and hosts—the Ladies’ Anti-Slavery Society of Rochester—of “mockery.” Because readers encounter this speech as a written document, it is difficult to know whether Douglass intended these words to be facetious, but in any event their tone is surely sharp.

"I am not included within the pale of this glorious anniversary!..."   See in text   (Text of Douglass's Speech)

Here Douglass reiterates how he stands apart from his audience and to the American people. He expresses this distance with a clever play on words, stating that he is not “within the pale of this glorious anniversary.” The noun “pale” refers to a bounded area of land. It derives from the Latin palus , meaning “stake”; stake relates to the fence or pal -isade that marks the boundary of a pale. Douglass also uses “pale” in the adjectival sense, ultimately pointing to the pale of white—or pale—Americans from which he, as an African American, is excluded.

"Fellow-citizens, pardon me, allow me to ask, why am I called upon to speak here to-day?..."   See in text   (Text of Douglass's Speech)

In this passage, Douglass poses a series of rhetorical question, essentially asking whether or not he is expected to “express devout gratitude” despite the current political climate. He asks what national independence has to do with him if the Declaration of Independence does not afford him the same rights as it does to the members of his audience. This long string of questions forcefully implies that he cannot take part in a celebration that so blatantly excludes him.

"It is a fact, that whatever makes for the wealth or for the reputation of Americans, and can be had cheap! will be found by Americans...."   See in text   (Text of Douglass's Speech)

In this section of the speech, Douglass’s rhetorical tact is twofold. On the one hand, Douglass aims to please his audience, citing the greatness of their founding fathers and deferring to their knowledge of history and politics. On the other hand, Douglass plays the provocateur, preparing his audience for his scathing critique of American slavery. In this passage, Douglass pokes fun at the egotism he sees in Americans and their readiness to boost their own reputation, making this observation without identifying as an American himself. Much of the tension of the speech derives from the way Douglass alternately draws his audience in and holds them at a distance.

"You could instruct me in regard to them...."   See in text   (Text of Douglass's Speech)

In this passage Douglass makes an appeal to both ethos and pathos. By displaying his own lack of understanding and deferring to his audience on the topic of the American Revolution, he succeeds in both garnering the trust of his audience and fanning their sense of pride.

"It is the birthday of your National Independence..."   See in text   (Text of Douglass's Speech)

In this paragraph, Douglass establishes an important rhetorical pattern, which he employs throughout the speech. Douglass assigns the possession of the United States to his audience alone, not to himself. Thus, Douglass describes “your national life” and “your nation” but never “our.” This is a highly purposeful rhetorical move. Such diction asserts that Douglass, as an African American and a former slave, does not participate in the history or culture of the United States. By excluding himself from ownership of the nation, Douglass positions himself as an outsider and makes his remarks from a critical distance.

"high sounding exordium..."   See in text   (Text of Douglass's Speech)

The Latin noun exordium refers to the beginning of a speech. The word—which combines the roots ex (“out of”) and ordio (“I begin”)—literally means “where I begin from.” Douglass assures his audience that he will not open his speech with a “high sounding” prelude. To the contrary, Douglass’s initial rhetorical tactic is one of humility; in an appeal to ethos , he describes his own nervousness, ill-preparedness, and lack of skill in order to appear more human and thus win the favor of his audience.

"but we fear the lesson is wholly lost on our present rulers. ..."   See in text   (Text of Douglass's Speech)

Douglass makes another critical remark about the current United States government in this line. Similar to his claim about the infallibility of government being “the fashionable idea of this day,” here he claims that American political leaders have failed to learn from England’s example. Douglass is using this as an example of England’s learning from the past. Rather than recognize faults in the system, current officials are blindly supporting the government and ignoring the plights of its people.

"your ears are saluted with a scream, that seems to have torn its way to the centre of your soul!..."   See in text   (Text of Douglass's Speech)

Douglass uses auditory and kinesthetic imagery in this passage to convey the emotion of the scene. Words like “snap,” “clank,” and “rattles,” evoke a sensory response with their rich sounds. The auditory imagery continues with “your ears are saluted with a scream,” a sound which has “torn its way into the centre of your soul!”—an example of kinesthetic imagery, in which an internal response is evoked. Since Douglass’s aim in this paragraph is to have his audience live through the slaves’ experience, imagery serves a valuable purpose in conveying how others feel.

"Mark the sad procession..."   See in text   (Text of Douglass's Speech)

From this line through the end of the paragraph, Douglass employs a series of imperatives: mark, hear, cast, see, follow, attend, and tell. Imperatives serve as commands, and so Douglass uses them to add power to his observations. This serves as an appeal to pathos , as Douglass’s narrative construction forces the audience to live through the experience he describes.

"O! had I the ability, and could I reach the nation's ear, I would, to-day, pour out a fiery stream of biting ridicule, blasting reproach, withering sarcasm, and stern rebuke...."   See in text   (Text of Douglass's Speech)

Douglass understates his own capacity for rhetorical effect at the beginning of this passage only to demonstrate through effective diction and imagery that he does possess the necessary oratory skills to inspire an audience to action. The list that follows from “fiery stream” includes examples of auditory, kinesthetic, and tactile imagery. The cadence of the list adds cumulative rhetorical power.

"At a time like this, scorching irony, not convincing argument, is needed...."   See in text   (Text of Douglass's Speech)

This line conveys Douglass’s frustration with the current political system. Proponents of slavery are so set in their beliefs that they will not listen to logical arguments. Douglass suggests that the only tool left is to use “scorching irony” to illustrate the hypocrisy of their beliefs and actions. Doing so will raise the nation’s ire and desire to change the system for the better.

"My subject, then fellow-citizens, is AMERICAN SLAVERY...."   See in text   (Text of Douglass's Speech)

Rather than beginning the speech with a clear statement of purpose, Douglass celebrates the accomplishments of the founding fathers by generally keeping himself separate from his audience. This allows him to acknowledge the significance of the holiday, apply appropriate criticisms, and build the foundation for the main point of his speech.

"Need I tell you that the Jews are not the only people who built the tombs of the prophets, and garnished the sepulchres of the righteous?..."   See in text   (Text of Douglass's Speech)

This rhetorical question suggests that the passion of “the righteous” has been memorialized among the dead in the form of tombs and sepulchres—a structure made for interring the deceased. Douglass continues his comparison of contemporary Americans to the Jews who have “long lost Abraham's faith and spirit.” Rather than live up to the examples of the nation’s founders, Douglass criticizes his contemporaries for their lack of virtue.

"Their statesmanship looked beyond the passing moment, and stretched away in strength into the distant future...."   See in text   (Text of Douglass's Speech)

In his 1866 essay “Reconstruction,” Douglass condemns the political skirmishing taking place in Washington and declares that “the occasion demands statesmanship.” Here, Douglass praises the founders’ statesmanship because they were able to look beyond their own concerns and envision best course for the country in the long term. In Douglass’s view, effective politicians and policies are long-term, consistent, and serve the interests of the entire citizenry.

"He who will, intelligently, lay down his life for his country..."   See in text   (Text of Douglass's Speech)

Note that Douglass includes the adverb “intelligently” in stating that it is admirable to die for one’s country. This qualifies the claim, and while it remains subjective, Douglass suggests that having well-reasoned rationales for actions confers virtue and respect on those who act, whereas those who blindly sacrifice themselves ought to be less revered. For Douglass, intelligence meant questioning the status quo and criticizing those who refused to find fault with their government.

"The whole scene, as I look back to it, was simple, dignified and sublime...."   See in text   (Text of Douglass's Speech)

Douglass makes a calculated pathos appeal to the audience in this passage. The adjectives “simple, dignified, and sublime” all have positive connotations, and by using them, Douglass appeals to the pride and patriotism of his crowd.

"The principles contained in that instrument are saving principles...."   See in text   (Text of Douglass's Speech)

Regarding the Declaration of Independence, Douglass calls on his audience to support its principles in any and all situations. This is a calculated rhetorical move. In invoking the declaration, Douglass subtly reminds his audience of its key phrase: “ We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness. ” In so doing, he makes a logos appeal to provide a logical foundation for the his criticism of the hypocrisy facing the nation.

"we..."   See in text   (Text of Douglass's Speech)

Notably, this is the first time that Douglass has used the inclusive pronoun “we.” By leveling his criticism at the current government, Douglass positions himself favorably in the eyes of his audience, who likely approved of such comments. This allows a moment for Douglass and the audience to engage in a moment of shared feeling, marking an ethos appeal that makes Douglass more trustworthy.

"who had not adopted the fashionable idea of this day, of the infallibility of government..."   See in text   (Text of Douglass's Speech)

Douglass states that the fashionable idea of “this day” (the 1850s) is that governments are infallible. Since he then goes on to say that the founders “presumed to differ” in their view of governance, this line ought to be read as contrarian: Douglass is criticizing the current attitude that the government is infallible. Just as the founders did, he believes that no governments are beyond criticism and that citizens must always be prepared to “differ” from the actions of the state.

"the fatherland..."   See in text   (Text of Douglass's Speech)

While Douglass has referred to the United States as a “she,” he chooses to employ the masculine “fatherland” in reference to Great Britain. While “motherland” and “fatherland” are typically interchangeable, Douglass crafts a father-son relationship between Britain and the American colonies—likely for coherence with the “founding fathers” who declared independence from Great Britain. This relationship persists as a theme throughout his speech, with the United States’ founders taking the role of parent in the nation’s new father-child relationship.

• The Columbian Exchange
• De Las Casas and the Conquistadors
• Early Visual Representations of the New World
• Failed European Colonies in the New World
• Successful European Colonies in the New World
• A Model of Christian Charity
• Benjamin Franklin’s Satire of Witch Hunting
• The American Revolution as Civil War
• Patrick Henry and “Give Me Liberty!”
• Lexington & Concord: Tipping Point of the Revolution
• Abigail Adams and “Remember the Ladies”
• Thomas Paine’s “Common Sense,” 1776
• Citizen Leadership in the Young Republic
• After Shays’ Rebellion
• James Madison Debates a Bill of Rights
• America, the Creeks, and Other Southeastern Tribes
• America and the Six Nations: Native Americans After the Revolution
• The Revolution of 1800
• Jefferson and the Louisiana Purchase
• The Expansion of Democracy During the Jacksonian Era
• The Religious Roots of Abolition
• Individualism in Ralph Waldo Emerson’s “Self-Reliance”
• Aylmer’s Motivation in Nathaniel Hawthorne’s “The Birthmark”
• Thoreau’s Critique of Democracy in “Civil Disobedience”
• Hester’s A: The Red Badge of Wisdom

“What to the Slave Is the Fourth of July?”

• The Cult of Domesticity
• The Family Life of the Enslaved
• A Pro-Slavery Argument, 1857
• The Underground Railroad
• The Enslaved and the Civil War
• Women, Temperance, and Domesticity
• “The Chinese Question from a Chinese Standpoint,” 1873
• “To Build a Fire”: An Environmentalist Interpretation
• Progressivism in the Factory
• Progressivism in the Home
• The “Aeroplane” as a Symbol of Modernism
• The “Phenomenon of Lindbergh”
• The Radio as New Technology: Blessing or Curse? A 1929 Debate
• The Marshall Plan Speech: Rhetoric and Diplomacy
• NSC 68: America’s Cold War Blueprint
• The Moral Vision of Atticus Finch

Advisor: James Engell , Gurney Professor of English and Professor of Comparative Literature, Harvard University, National Humanities Center Fellow. Copyright National Humanities Center, 2013

Lesson Contents

Teacher’s note.

• Text Analysis & Close Reading Questions
• Student Version PDF

What arguments and rhetorical strategies did Frederick Douglass use to persuade a northern, white audience to oppose slavery and favor abolition?

Understanding.

In the 1850s abolition was not a widely embraced movement in the United States. It was considered radical, extreme, and dangerous. In “What to the Slave Is the Fourth of July?” Frederick Douglass sought not only to convince people of the wrongfulness of slavery but also to make abolition more acceptable to Northern whites.

Frederick Douglass, ca 1855, Metropolitan Museum of Art.

Text Complexity

Grades 11-CCR complexity band. For more information on text complexity see these resources from achievethecore.org .

Speech, historical, informational.

Click here for standards and skills for this lesson.

Common Core State Standards

• ELA-LITERACY.RH.11-12.5 (Analyze in detail how a complex primary source is structured…)

Advanced Placement US History

• Key Concept 5.2 (I-B) (Abolitionists…mounted a highly visible campaign against slavery…)

Advanced Placement Language and Composition

• Developing…the ability to evaluate…primary…sources
• Reading nonfiction…to give students opportunities to identify and explain an author’s use of rhetorical strategies and techniques

In addition to making historical points about nineteenth-century attitudes toward slavery, race, and abolition, you can use this speech to teach formal rhetoric. We have divided the address into four sections according to the function of each one. This division follows the classic structure of argumentative writing:

• paragraphs 1–3: introduction ( exordium )
• paragraphs 4–29: narrative or statement of fact ( narratio )
• paragraphs 30–70: arguments and counter-arguments ( confirmatio and refutatio )
• paragraph 71: conclusion ( peroratio )

We have included notes that explain the function of each section as well as questions that invite discussion of the ways in which Douglass deploys rhetoric to make his case.

This is a long lesson. We recommend dividing students into groups and assigning each group a set of paragraphs to analyze.

Contextualizing Questions

• What kind of text are we dealing with?
• When was it written?
• Who wrote it?
• For what audience was it intended?
• For what purpose was it written?

At the invitation of the Rochester Ladies Anti-Slavery Society, Frederick Douglass delivered this speech on July 5, 1852, at Corinthian Hall in Rochester, New York. It was reported and reprinted in Northern newspapers and was published and sold as a forty-page pamphlet within weeks of its delivery. The 500 to 600 people who heard Douglass speak were generally sympathetic to his remarks. A newspaper noted that when he sat down, “there was a universal burst of applause.” Nonetheless, many who read his speech would not have been so enthusiastic. Even Northerners who were anti-slavery were not necessarily pro-abolition. Many were content to let Southerners continue to hold slaves, a right they believed was upheld by the Constitution. They simply did not want to slavery to spread to areas where it did not exist. In this Independence Day oration, Douglass sought to persuade those people to embrace what was then considered the extreme position of abolition.

He also sought to change minds about the abilities and intelligence of African Americans. In 1852 many, if not most, white Americans believed that African Americans were inferior, indeed, less than fully human. Douglass tries to dispel these notions through an impressive display of liberal learning. His speech gives ample evidence of knowledge of rhetoric, history, literature, religion, economics, poetry, music, law, even advances in technology.

Text Analysis

Introduction (‘exordium’): paragraphs 1–3, close reading questions.

1. What are introductions supposed to do? They seek to engage the interest of listeners and make them receptive to the speaker’s message. Introductions can inform listeners of the subject or the purpose of a speech, attempt to convince them that a topic is important and worthy of their attention, or ingratiate a speaker with the audience.

2. What does Douglass try to do in this introduction? Cite evidence from the text to support your answer. Because his audience is familiar with the subject matter of Fourth of July speeches and because it recognizes the importance of the occasion, in his introduction Douglass does not have to sketch out his topic or argue for its significance. Instead, he sets out to ingratiate himself with his listeners. He praises their importance and claims to be humbled by their stature. He “quails” and “shrinks” before them. He distrusts his “limited powers of speech.” His ease is apparent, not real.

3. Why does he say that “apologies of this sort are generally considered flat and unmeaning”? He calls attention to the rhetorical conventions of introductions to signal to his audience that in this case they do not apply. He seeks to win their trust by assuring them he is sincere.

4. The word “flat” often means level or smooth. In this context how is Douglass defining the word “flat”? Here the word “flat” is used to mean dull or superficial. Using the context we can see that Douglass intends the connotation of the word “flat” not to be level but instead to mean something that lacks depth or emotion behind it.

5. Why would it be “out of the common way” for him to deliver a Fourth of July oration? As he reminds his audience in the final paragraph of the introduction, he is an escaped slave. By calling attention to the fact that a slave has been invited to speak on freedom, he employs irony, a strategy he will use throughout the speech to emphasize certain themes.

6. There are contradictions in Douglass’s self-presentation. What are they? Cite specific instances of them in the text. How can you account for them? In the first paragraph not only does Douglass describe his “powers of speech” as “limited,” but he also maintains that he has “limited experience” in exercising them, which he claims to have done chiefly in “country school houses.” Yet in the next paragraph he says that he has spoken in Corinthian Hall many times to many of the same people sitting before him now. The last sentence of the second paragraph (“But neither…”) suggests what he is doing. He is walking a tightrope. He seeks at once to ingratiate himself with a display of humility while at the same time establishing his authority as a speaker and justifying his presence on the platform. He continues this balancing act in the next paragraph when he asserts that he has “little…learning.” Yet he deploys the term “exordium,” which contradicts the little-learning claim by revealing a study-acquired vocabulary and a knowledge of formal rhetoric.

7. What expectations do you think a white audience would have for a black speaker in 1852? How does Douglass address these expectations in his introduction? In this introduction Douglass is doing more than simply presenting himself to his audience. When he raises the topic of slavery in the third paragraph, he brings into his text a topic which the color of his skin has already brought into Corinthian Hall, racism. Even among some abolitionists there existed the strong prejudice that African Americans were inferior, indeed, something less than fully human. Douglass’s entire speech is designed to do dispel that belief. In his introduction he begins to do so with that subtle flash of learning revealed in his use of “exordium.” Thus with an ironic wink he signals to his listeners that they are in for a serious display of learning and rhetorical skill, a feat quite beyond the capacities of an inferior being.

1. Mr. President, Friends and Fellow Citizens: He who could address this audience without a quailing sensation, has stronger nerves than I have. I do not remember ever to have appeared as a speaker before any assembly more shrinkingly, nor with greater distrust of my ability, than I do this day. A feeling has crept over me, quite unfavorable to the exercise of my limited powers of speech. The task before me is one which requires much previous thought and study for its proper performance. I know that apologies of this sort are generally considered flat and unmeaning. I trust, however, that mine will not be so considered. Should I seem at ease, my appearance would much misrepresent me. The little experience I have had in addressing public meetings, in country schoolhouses, avails me nothing on the present occasion.

2. The papers and placards say, that I am to deliver a 4th [of] July oration . This certainly sounds large , and out of the common way, for it is true that I have often had the privilege to speak in this beautiful Hall, and to address many who now honor me with their presence. But neither their familiar faces, nor the perfect gage I think I have of Corinthian Hall, seems to free me from embarrassment.

3. The fact is, ladies and gentlemen, the distance between this platform and the slave plantation, from which I escaped, is considerable — and the difficulties to be overcome in getting from the latter to the former, are by no means slight. That I am here today is, to me, a matter of astonishment as well as of gratitude. You will not, therefore, be surprised, if in what I have to say, I evince no elaborate preparation, nor grace my speech with any high sounding exordium . With little experience and with less learning, I have been able to throw my thoughts hastily and imperfectly together; and trusting to your patient and generous indulgence, I will proceed to lay them before you.

Narrative or Statement of Fact (‘Narratio’): Paragraphs 4–29

Paragraph 4.

Note: Students are likely to be familiar with the function of an introduction in a speech but less so with the function of the narrative section. You might explain that in an address commemorating an event, speakers often invoke the event by offering a narration of it. This reminds the audience why they are gathered together, and it offers speakers the opportunity to draw inspiration for the future from the event. Douglass’s narration clearly performs the first function and, as we shall see, the second as well. But it also performs two other important functions. Looking back on America’s revolutionary past, the narration, through implied comparison, condemns America’s slave-holding present. Moreover, it enshrines radical resistance to government policy and revolution in the face of bondage as venerated parts of the mainstream American political tradition. In other words, it equates the abolitionists of 1852 with the patriots of 1776, each group denounced in its day as “plotters of mischief, agitators…rebels, dangerous men.”

8. What is the effect of Douglass’s repetition of the words “your” and “you” in this paragraph and throughout the speech? The repetition of the words “your” and “you” startlingly emphasizes the distance between Douglass and his audience and signals to his listeners that he does not share their perspective or their attitudes toward the Fourth of July.

9. Why does Douglass feel hopeful about America’s future? Cite evidence from the text to support your answer. He takes hope from the fact that the country is young, only seventy-six years old. Its destiny and character are not fixed. Thus it may yet change and abandon slavery.

10. What is he suggesting in the “great streams” metaphor? If America permits slavery to become a deep and permanent part of its life, the nation might benefit from it, or it might be destroyed by it, or it could be morally drained by it. In the end the metaphor is a warning about what might happen if change does not happen soon.

11. In the sentence “Were the nation older, the patriot’s heart might be sadder, and the reformer’s brow heavier,” why does Douglass equate the patriot and the reformer? Why would both groups be sadder if the nation were older? In this part of his speech Douglass takes pains to equate the founding patriots with contemporary anti-slavery reformers. He begins to make that equation here. The nation, Douglass tells his audience, is still young, not set in its way, and thus more susceptible to change. By inference, were it older, it would be more set in its ways, and the reformer who would want to change those ways, would be sad. But why would a patriot be sad? From Douglass’s perspective, he would be sad for the same reason. In Douglass’s view the patriots established a just nation, one that would not tolerate bondage. Were the nation to mature with the injustice of slavery deeply entrenched in it, America would betray the ideals of the Revolution, and thus the patriot would be sad.

4. This, for the purpose of this celebration, is the 4th of July. It is the birthday of your National Independence, and of your political freedom. This, to you, is what the Passover was to the emancipated people of God. It carries your minds back to the day, and to the act of your great deliverance ; and to the signs, and to the wonders, associated with that act, and that day. This celebration also marks the beginning of another year of your national life; and reminds you that the Republic of America is now 76 years old. I am glad, fellow-citizens, that your nation is so young. Seventy-six years, though a good old age for a man, is but a mere speck in the life of a nation. Three score years and ten is the allotted time for individual men; but nations number their years by thousands. According to this fact, you are, even now, only in the beginning of your national career, still lingering in the period of childhood. I repeat, I am glad this is so. There is hope in the thought, and hope is much needed, under the dark clouds which lower above the horizon. The eye of the reformer is met with angry flashes, portending disastrous times; but his heart may well beat lighter at the thought that America is young, and that she [America] is still in the impressible stage of her existence. May he not hope that high lessons of wisdom, of justice and of truth, will yet give direction to her destiny? Were the nation older, the patriot’s heart might be sadder, and the reformer’s brow heavier. Its future might be shrouded in gloom, and the hope of its prophets go out in sorrow. There is consolation in the thought that America is young. Great streams are not easily turned from channels, worn deep in the course of ages. They may sometimes rise in quiet and stately majesty, and inundate the land, refreshing and fertilizing the earth with their mysterious properties. They may also rise in wrath and fury, and bear away, on their angry waves, the accumulated wealth of years of toil and hardship. They, however, gradually flow back to the same old channel, and flow on as serenely as ever. But, while the river may not be turned aside, it may dry up, and leave nothing behind but the withered branch, and the unsightly rock, to howl in the abyss-sweeping wind, the sad tale of departed glory. As with rivers so with nations.

Paragraph 6

12. According to Douglass, what did the “fathers” do? Cite specific language from the text. They rejected “the infallibility of government,” “pronounced the measures of government unjust, unreasonable, and oppressive,” and sided with “the right against the wrong, with the weak against the strong, and with the oppressed against the oppressor.”

13. Why does Douglass assert his agreement with the actions of the “fathers”? Douglass asserts his agreement with the actions of founders and embraces the principles of the Revolution to create a bond with his audience and to reassure them that, to some degree at least, he participates in the American political tradition.

6. But, your fathers, who had not adopted the fashionable idea of this day, of the infallibility of government, and the absolute character of its acts, presumed to differ from the home government in respect to the wisdom and the justice of some of those burdens and restraints . They went so far in their excitement as to pronounce the measures of government unjust, unreasonable, and oppressive, and altogether such as ought not to be quietly submitted to. I scarcely need say, fellow-citizens, that my opinion of those measures fully accords with that of your fathers. Such a declaration of agreement on my part would not be worth much to anybody. It would, certainly, prove nothing, as to what part I might have taken, had I lived during the great controversy of 1776. To say now that America was right, and England wrong, is exceedingly easy. Everybody can say it; the dastard , not less than the noble brave, can flippantly discant on the tyranny of England towards the American Colonies. It is fashionable to do so; but there was a time when to pronounce against England, and in favor of the cause of the colonies, tried men’s souls. They who did so were accounted in their day, plotters of mischief , agitators and rebels, dangerous men. To side with the right, against the wrong, with the weak against the strong, and with the oppressed against the oppressor! here lies the merit, and the one which, of all others, seems unfashionable in our day. The cause of liberty may be stabbed by the men who glory in the deeds of your fathers. But, to proceed.

Paragraph 23

14. How would you characterize the structure of the first four sentences of this paragraph? The structure balances ideas through antithesis, a rhetorical device that poses contrary qualities against each other: They were peace men, but they preferred revolution ….”.

15. How does the structure of those sentences reinforce the main idea of the paragraph? The carefully balanced structure reinforces the idea that the founders were themselves balanced, reasonable men.

16. What inference does Douglass want his audience to draw from his portrayal of the founders? Since he established an identification between the founders and the abolitionists in paragraphs 4 and 6, the temperate qualities he ascribes here to the former apply to the latter as well, and this ascription is important because it addresses the charge that abolitionists were fanatics and monomaniacs.

17. Often speakers and writers make their points as much by leaving things out as by putting things in. This strategy is known as the strategic silence. What has Douglass omitted in his portrayal of the fathers? Why would he choose to do so? Douglass never mentions the fact that many of the fathers were slave owners. This silence allows Douglass to create his own version of the fathers, untainted by facts that would challenge his portrayal. Similarly, they deflect the minds of his listeners from points that might lead them to resist his argument.

18. Do you think Douglass’s omission weakens his argument? Here you might encourage a debate among your students. Some will say the omission weakens Douglass’s argument because it straightforwardly refutes his case. How can he say that the “fathers” sided “with the oppressed against the oppressor” when many of them were themselves oppressors? Other students may argue that this omission does not weaken his case. Despite being slaveholders, men like Washington and Jefferson did, in fact, establish a nation built on the ideals of justice and freedom. That many of the founders did not live up to those ideals does not make them any less compelling. As Douglass says in paragraphs sixteen and seventeen (paragraphs we do not analyze in this lesson), the “fathers” enshrined those “saving principles” in the Declaration of Independence, and it is to those principles that the nation must cling. Thus in this part of the speech Douglass argues that just because the “fathers” did not fully embrace justice and freedom in 1776 does not mean that his listeners should not in 1852.

23. They were peace men; but they preferred revolution to peaceful submission to bondage. They were quiet men; but they did not shrink from agitating against oppression. They showed forbearance ; but they knew its limits. They believed in order; but not in the order of tyranny [government rule of absolute power] . With them, nothing was “settled” that was not right. With them, justice, liberty and humanity were “final;” not slavery and oppression. You may well cherish the memory of such men. They were great in their day and generation. Their solid manhood stands out the more as we contrast it with these degenerate times.

Arguments and Counter-Arguments (‘Confirmatio’ and ‘Refutatio’): Paragraphs 30–70

Paragraph 35.

Note: Arguments and counter-arguments lie at the heart of persuasive discourse. Review with your students what speakers and writers try to do when making a case. They put forth their arguments and refute those of their opponents. To win over an audience, they may appeal to their listeners’ reason by laying out a logical case, or they may seek to win their trust by impressing them with sound sense or high moral character, or they may appeal to their emotions. We offer passages that illustrate all of these strategies.

19. What point of view does Douglass announce in this paragraph? In paragraph 3 Douglass alluded to the fact that he had been a slave. In this paragraph his listeners discover the full import of the fact for his speech. Identifying himself with the enslaved, he announces that he will consider the Fourth of July from their perspective.

Paragraph 36

Paragraph 37

20. How does paragraph 37 relate to paragraph 36? Douglass continues to argue that slaves are men.

21. How does Douglass develop this paragraph? He does so by listing examples of some of things slaves do that are done by others also: ploughing, planting, building, writing, raising children, etc.

37. For the present, it is enough to affirm the equal manhood of the Negro race. Is it not astonishing that, while we are ploughing, planting and reaping, using all kinds of mechanical tools, erecting houses, constructing bridges, building ships, working in metals of brass, iron, copper, silver and gold; that, while we are reading, writing and cyphering, acting as clerks, merchants and secretaries, having among us lawyers, doctors, ministers, poets, authors, editors, orators and teachers; that, while we are engaged in all manner of enterprises common to other men, digging gold in California, capturing the whale in the Pacific, feeding sheep and cattle on the hill-side, living, moving, acting, thinking, planning, living in families as husbands, wives and children, and, above all, confessing and worshipping the Christian’s God, and looking hopefully for life and immortality beyond the grave, we are called upon to prove that we are men!

Paragraph 39

22. How does Douglass maintain the order and coherence of the first sentence of this paragraph? He employs parallelism, a type of organization in which a writer places similar ideas in a similar structure. Here Douglass parallels the indignities slaves suffer in a series of infinitive phrases: “… to make men brutes, to rob them of their liberty,” etc.

23. What is the effect of the repetition of infinitive phrases (“to make,” “to rob,” “to work,” etc.) in the first sentence? They establish a rhythm that emphasizes each indignity and heighten the emotional impact of the argument.

39. What, am I to argue that it is wrong to make men brutes, to rob them of their liberty, to work them without wages, to keep them ignorant of their relations to their fellow men, to beat them with sticks, to flay their flesh with the lash, to load their limbs with irons, to hunt them with dogs, to sell them at auction, to sunder their families, to knock out their teeth, to burn their flesh, to starve them into obedience and submission to their masters? Must I argue that a system thus marked with blood, and stained with pollution, is wrong? No! I will not. I have better employments for my time and strength than such arguments would imply.

40. What, then, remains to be argued? Is it that slavery is not divine; that God did not establish it; that our doctors of divinity [preachers, ministers] are mistaken? There is blasphemy in the thought. That which is inhuman, cannot be divine! Who can reason on such a proposition ? They that can, may; I cannot. The time for such argument is past.

Paragraph 45

Paragraphs 46–48

24. What strategy of argument does Douglass employ in this section of his speech? Here Douglass established his own moral authority to speak on the issue of slavery by citing his own experience, by establishing himself as reliable witness with first-hand information.

46. I was born amid such sights and scenes. To me the American slave-trade is a terrible reality. When a child, my soul was often pierced with a sense of its horrors. I lived on Philpot Street, Fell’s Point, Baltimore, and have watched from the wharves , the slave ships in the Basin, anchored from the shore, with their cargoes of human flesh, waiting for favorable winds to waft them down the Chesapeake. There was, at that time, a grand slave mart kept at the head of Pratt Street, by Austin Woldfolk. His agents were sent into every town and county in Maryland, announcing their arrival, through the papers, and on flaming “hand-bills,” headed CASH FOR NEGROES. These men were generally well dressed men, and very captivating in their manners. Ever ready to drink, to treat, and to gamble. The fate of many a slave has depended upon the turn of a single card; and many a child has been snatched from the arms of its mother by bargains arranged in a state of brutal drunkenness.

47. The flesh-mongers gather up their victims by dozens, and drive them, chained, to the general depot at Baltimore. When a sufficient number have been collected here, a ship is chartered, for the purpose of conveying the forlorn crew to Mobile, or to New Orleans. From the slave prison to the ship, they are usually driven in the darkness of night; for since the antislavery agitation, a certain caution is observed.

48. In the deep still darkness of midnight, I have been often aroused by the dead heavy footsteps, and the piteous cries of the chained gangs that passed our door. The anguish of my boyish heart was intense; and I was often consoled, when speaking to my mistress in the morning, to hear her say that the custom was very wicked; that she hated to hear the rattle of the chains, and the heart-rending cries. I was glad to find one who sympathized with me in my horror.

Paragraph 63

25. How does this paragraph relate to the overall thesis of the speech? Here Douglass offers the strongest illustration of the ways in which America is false to the ideals it has set for itself.

26. What is the thesis of this paragraph? The ways in which Americans practice their politics and religion are inconsistent with the values and ideals they claim to be following.

27. How does Douglass’s sentence structure reflect the thesis of the paragraph? Of the eleven sentences in this paragraph, ten exhibit a parallel compound structure in which the first clause identifies an ideal and the following clause refutes America’s claim to it. Each sentence begins with a slightly accusatory “you” and then pivots at a conjunction or a word functioning as one — “while,” “but,” “yet” — that suggests contradiction.

63. Americans! your republican politics, not less than your republican religion, are flagrantly inconsistent. You boast of your love of liberty, your superior civilization, and your pure Christianity, while the whole political power of the nation (as embodied in the two great political parties), is solemnly pledged to support and perpetuate the enslavement of three millions of your countrymen. You hurl your anathemas at the crowned headed tyrants of Russia and Austria, and pride yourselves on your Democratic institutions, while you yourselves consent to be the mere tools and bodyguards of the tyrants of Virginia and Carolina. You invite to your shores fugitives of oppression from abroad, honor them with banquets, greet them with ovations, cheer them, toast them, salute them, protect them, and pour out your money to them like water; but the fugitives from your own land you advertise, hunt, arrest, shoot and kill. You glory in your refinement and your universal education yet you maintain a system as barbarous and dreadful as ever stained the character of a nation — a system begun in avarice , supported in pride, and perpetuated in cruelty. You shed tears over fallen Hungary, and make the sad story of her wrongs the theme of your poets, statesmen and orators, till your gallant sons are ready to fly to arms to vindicate her [Hungary’s] cause against her oppressors; but, in regard to the ten thousand wrongs of the American slave, you would enforce the strictest silence, and would hail him as an enemy of the nation who dares to make those wrongs the subject of public discourse! You are all on fire at the mention of liberty for France or for Ireland; but are as cold as an iceberg at the thought of liberty for the enslaved of America. You discourse eloquently on the dignity of labor; yet, you sustain a system which, in its very essence, casts a stigma upon labor. You can bare your bosom to the storm of British artillery to throw off a threepenny tax on tea; and yet wring the last hard-earned farthing [a coin formerly used in Great Britain] from the grasp of the black laborers of your country. You profess to believe “that, of one blood, God made all nations of men to dwell on the face of all the earth,” and hath commanded all men, everywhere to love one another; yet you notoriously hate, (and glory in your hatred), all men whose skins are not colored like your own. You declare, before the world, and are understood by the world to declare, that you “hold these truths to be self evident, that all men are created equal; and are endowed by their Creator with certain inalienable rights; and that, among these are, life, liberty, and the pursuit of happiness;” and yet, you hold securely, in a bondage which, according to your own Thomas Jefferson, “is worse than ages of that which your fathers rose in rebellion to oppose,” a seventh part of the inhabitants of your country.

Paragraph 68

Note: This paragraph is an important part of Douglass’s refutatio and as such deserves careful attention. Not only does he address a powerful justification for the continuation of slavery — the belief that it is protected by the Constitution — but he also asserts a controversial theory about Constitutional interpretation.

68. Fellow-citizens! there is no matter in respect to which, the people of the North have allowed themselves to be so ruinously imposed upon, as that of the pro-slavery character of the Constitution. In that instrument I hold there is neither warrant , license , nor sanction of the hateful thing; but, interpreted as it ought to be interpreted, the Constitution is a GLORIOUS LIBERTY DOCUMENT. Read its preamble, consider its purposes. Is slavery among them? Is it at the gateway [the preamble] ? or is it in the temple [the body of the Constitution] ? It is neither. While I do not intend to argue this question on the present occasion, let me ask, if it be not somewhat singular that, if the Constitution were intended to be, by its framers and adopters, a slave-holding instrument, why neither slavery, slaveholding, nor slave can anywhere be found in it. What would be thought of an instrument [legal agreement, in this case a deed] , drawn up, legally drawn up, for the purpose of entitling [giving ownership to] the city of Rochester to a tract [piece] of land, in which no mention of land was made? Now, there are certain rules of interpretation, for the proper understanding of all legal instruments. These rules are well established. They are plain, common-sense rules, such as you and I, and all of us, can understand and apply, without having passed years in the study of law. I scout the idea that the question of the constitutionality or unconstitutionality of slavery is not a question for the people. I hold that every American citizen has a right to form an opinion of the Constitution, and to propagate that opinion, and to use all honorable means to make his opinion the prevailing one. Without this right, the liberty of an American citizen would be as insecure as that of a Frenchman. Ex-Vice-President Dallas tells us that the Constitution is an object to which no American mind can be too attentive, and no American heart too devoted. He further says, the Constitution, in its words, is plain and intelligible, and is meant for the home-bred, unsophisticated understandings of our fellow-citizens. Senator Berrien tells us that the Constitution is the fundamental law, that which controls all others. The charter of our liberties, which every citizen has a personal interest in understanding thoroughly. The testimony of Senator Breese, Lewis Cass, and many others that might be named, who are everywhere esteemed as sound lawyers, so regard the Constitution. I take it, therefore, that it is not presumption in a private citizen to form an opinion of that instrument.

Conclusion (‘Peroratio’): Paragraph 71

Paragraph 71.

Note: Conclusions are important. Ask your students how they function and what they should do. The final words an audience hears, they often linger and shape the impression of an entire speech. Traditionally, speakers use them to do four things: leave the audience with a favorable opinion, emphasize key points, stimulate an appropriate emotional response, or summarize the argument. Douglass does not emphasize key points or restate his arguments. Rather, he seeks to cast his case for abolition in a favorable light and instill hope in his listeners.

28. What are conclusions supposed to do? Traditionally, four things: leave the audience with a favorable opinion, emphasize key points, stimulate an appropriate emotional response, or summarize the argument.

29. Why is it important for Douglass to tell his listeners that he does “not despair of this country”? Even though he has just delivered a dark and stinging denunciation of the country, he does not want his listeners to leave the hall feeling depressed and hopeless.

30. On what does Douglass base the hope he expresses in this paragraph? He looks to the past and the ideals expressed in the Declaration of Independence. For Douglass those ideals, if the nation can live up to them, make the United States, despite its flaws, a place of promise and hope for the enslaved. He also looks to the future in which he believes commercial and technological progress — ships using steam to make a “pathway” over the sea and telegraph cables using “lightning” (electricity) to do the same under it — will spread intelligence, enlightenment, and moral progress throughout the world.

71. Allow me to say, in conclusion, notwithstanding the dark picture I have this day presented of the state of the nation, I do not despair of this country. There are forces in operation, which must inevitably work the downfall of slavery. “The arm of the Lord is not shortened,” and the doom of slavery is certain. I, therefore, leave off where I began, with hope. While drawing encouragement from the Declaration of Independence, the great principles it contains, and the genius of American Institutions, my spirit is also cheered by the obvious tendencies of the age. Nations do not now stand in the same relation to each other that they did ages ago. No nation can now shut itself up from the surrounding world, and trot round in the same old path of its fathers without interference. The time was when such could be done. Long established customs of hurtful character could formerly fence themselves in, and do their evil work with social impunity . Knowledge was then confined and enjoyed by the privileged few, and the multitude walked on in mental darkness. But a change has now come over the affairs of mankind. Walled cities and empires have become unfashionable. The arm of commerce has borne away the gates of the strong city. Intelligence is penetrating the darkest corners of the globe. It makes its pathway over and under the sea, as well as on the earth. Wind, steam, and lightning are its chartered agents. Oceans no longer divide, but link nations together. From Boston to London is now a holiday excursion. Space is comparatively annihilated. Thoughts expressed on one side of the Atlantic are distinctly heard on the other. The far-off and almost fabulous Pacific rolls in grandeur at our feet. The Celestial Empire, the mystery of ages, is being solved. The fiat of the Almighty, “Let there be Light,” has not yet spent its force. No abuse, no outrage whether in taste, sport or avarice, can now hide itself from the all-pervading light. The iron shoe, and crippled foot of China must be seen, in contrast with nature. Africa must rise and put on her yet unwoven garment. “Ethiopia shall stretch out her hand unto God.” In the fervent aspirations of William Lloyd Garrison, I say, and let every heart join in saying it:

God speed the year of jubilee     The wide world o’er! When from their galling chains set free, Th’ oppressed shall vilely bend the knee, And wear the yoke of tyranny     Like brutes, no more:— That year will come, and Freedom’s reign, To man his plundered rights again     Restore.

God speed the day when human blood     Shall cease to flow! In every clime be understood, The claims of human brotherhood, And each return for evil, good—     Not blow for blow:— That day will come, all feuds to end, And change into a faithful friend     Each foe.

God speed the hour, the glorious hour,     When none on earth Shall exercise a lordly power, Nor in a tyrant’s presence cower; But all to Manhood’s stature tower,     By equal birth!— That hour will come, to each, to all, And from his prison-house the thrall     Go forth.

Until that year, day, hour arrive, With head and heart and hand I’ll strive, To break the rod, and rend the gyve,— The spoiler of his prey deprive,―     So witness Heaven! And never from my chosen post, Whate’er the peril or the cost,     Be driven.

Image: Daguerreotype of Frederick Douglass, ca. 1855 (creator unknown). Metropolitan Museum of Art, The Rubel Collection, Partial and Promised Gift of William Rubel, 2001 (2001.756). Reproduced by permission.

National Humanities Center | 7 T.W. Alexander Drive, P.O. Box 12256 | Research Triangle Park, North Carolina 27709

Phone: (919) 549-0661 | Fax: (919) 990-8535 | nationalhumanitiescenter.org

Copyright 2010–2024 National Humanities Center. All rights reserved.